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An Examination of COVID-19's Impact on Student Learning: A Self-Determination Theory Perspective

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Title: An Examination of COVID-19's Impact on Student Learning: A Self-Determination Theory Perspective
Language: English
Authors: Holly Hapke (ORCID 0009-0003-1430-5569), Anita Lee-Post (ORCID 0000-0002-9903-4117), Tereza Dean, Kun Huang
Source: Journal of Applied Research in Higher Education. 2025 17(5):1807-1820.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: COVID-19, Pandemics, Academic Achievement, Self Determination, Student Experience, Universities, Models, Educational Change, Student Attitudes, College Students, Business Education, Student Characteristics
DOI: 10.1108/JARHE-03-2024-0124
ISSN: 2050-7003
1758-1184
Abstract: Purpose: We propose and test a theoretically grounded structural model of our postulation, providing insights into how students' COVID experiences affect their general learning experiences, specific learning experiences and specific class performance post-COVID. Design/methodology/approach: Numerous studies have reported how COVID-19 has impacted student learning in higher education during the pandemic from Spring 2020 to Fall 2021. Students were found to be disengaged, unmotivated, isolated, anxious, having difficulty with emergency remote teaching (ERT) and dealing with financial, physical and/or mental health issues. Against this backdrop, we conduct our own investigation to ascertain what the lasting impacts of COVID-19 are on student learning using a survey instrument. Specifically, we postulate that the academic and social disruptions of COVID-19 affected students' social connectedness and mental well-being, which in turn, affected their affective and cognitive learning outcomes. We used structural equation modeling to validate a structural model grounded in self-determination theory that capatures the complex relationships between genaral and specfiic COVID-19 impact factors on student learning as seven hypotheses. Findings: All seven of our hypotheses are supported suggesting that both class-specific factors and broader general factors beyond the classroom affect student's satisfaction with and learning in the class, as postulated in our structural model. Originality/value: We advance the work of self-determination theory by conceptualizing and modeling the roles that all three self-determination needs play in investigating COVID-19's impact on learning. Overall, our study confirms the value of considering affective factors such as anxiety and satisfaction in learning research.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497206
Database: ERIC
FullText Text:
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  Data: An Examination of COVID-19's Impact on Student Learning: A Self-Determination Theory Perspective
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  Data: <searchLink fieldCode="AR" term="%22Holly+Hapke%22">Holly Hapke</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-1430-5569">0009-0003-1430-5569</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anita+Lee-Post%22">Anita Lee-Post</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9903-4117">0000-0002-9903-4117</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tereza+Dean%22">Tereza Dean</searchLink><br /><searchLink fieldCode="AR" term="%22Kun+Huang%22">Kun Huang</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Applied+Research+in+Higher+Education%22"><i>Journal of Applied Research in Higher Education</i></searchLink>. 2025 17(5):1807-1820.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: 14
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Determination%22">Self Determination</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Business+Education%22">Business Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink>
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  Data: 10.1108/JARHE-03-2024-0124
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  Label: ISSN
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  Data: 2050-7003<br />1758-1184
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: We propose and test a theoretically grounded structural model of our postulation, providing insights into how students' COVID experiences affect their general learning experiences, specific learning experiences and specific class performance post-COVID. Design/methodology/approach: Numerous studies have reported how COVID-19 has impacted student learning in higher education during the pandemic from Spring 2020 to Fall 2021. Students were found to be disengaged, unmotivated, isolated, anxious, having difficulty with emergency remote teaching (ERT) and dealing with financial, physical and/or mental health issues. Against this backdrop, we conduct our own investigation to ascertain what the lasting impacts of COVID-19 are on student learning using a survey instrument. Specifically, we postulate that the academic and social disruptions of COVID-19 affected students' social connectedness and mental well-being, which in turn, affected their affective and cognitive learning outcomes. We used structural equation modeling to validate a structural model grounded in self-determination theory that capatures the complex relationships between genaral and specfiic COVID-19 impact factors on student learning as seven hypotheses. Findings: All seven of our hypotheses are supported suggesting that both class-specific factors and broader general factors beyond the classroom affect student's satisfaction with and learning in the class, as postulated in our structural model. Originality/value: We advance the work of self-determination theory by conceptualizing and modeling the roles that all three self-determination needs play in investigating COVID-19's impact on learning. Overall, our study confirms the value of considering affective factors such as anxiety and satisfaction in learning research.
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  Data: 2026
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  Data: EJ1497206
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1497206
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1108/JARHE-03-2024-0124
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 1807
    Subjects:
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Academic Achievement
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      – SubjectFull: Self Determination
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      – SubjectFull: Student Experience
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      – SubjectFull: Universities
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      – SubjectFull: Models
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      – SubjectFull: Educational Change
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      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Business Education
        Type: general
      – SubjectFull: Student Characteristics
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    Titles:
      – TitleFull: An Examination of COVID-19's Impact on Student Learning: A Self-Determination Theory Perspective
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            NameFull: Kun Huang
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